Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _________________________________________ Pennsylvania

Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) S3.B.1.1.1: Identify and describe the functions of basic structures of animals and plants (e.g., animals [skeleton, heart, lungs]; plants [roots, stem, leaves). S3.B.1.1.2: Classify living things based on their similarities and differences. S3.B.1.1.3: Describe the basic needs of plants and animals and their dependence on light, food, air, water, and shelter. S3.B.3.1.1: Identify the living and nonliving components of an ecosystem (e.g., living [plants, animals]; nonliving [water, soil, air]). S3.B.3.1.2: Describe the interactions between living and nonliving components of an ecosystem (e.g., plants [water, sunlight]; animals [air, shelter]). Lesson Objective(s) (Stated in observable and measurable terms) In this lesson, students will be introduced to the concept of living and nonliving things by developing their own definitions of each. The definitions will be the basis on which students will sort things into living and nonliving, and identify things based on like characteristics. Students will: distinguish between living and nonliving things, group objects by like characteristics, and compare objects with different characteristics. Students will also create a photo story using photo story 3.

Assessment Plan (What will be done to determine if lesson objectives have been met?) Observe students as they respond to questions and as they listen to read-aloud stories. Monitor student responses to objects identified during the class nature walk. Monitor students as they work in small groups and independently to sort and classify objects. Students will be graded using a rubric, on their photo story.

Materials:

chart paper marker sentence strip clipboard paper

pencil Living and Nonliving Sorting Cards What Does It Look Like? graphic organizer Living and Nonliving Sorting Mat Magazines Computers with photo story

Inclusion Techniques for Students with Special Needs: I would allow for the special education teacher to push-in or I would be willing to co-teach in order to meet the needs of all students. They could work with a partner to complete the photo story assignment. I would also make sure any student with special needs was placed appropriately in my classroom. I would provide an outline and visual aids to provide support. I would also have the same stories we were reading on cd or tape. Enrichment Techniques: I would encourage students to work in their independent packets. I would not want them to move ahead of the class. They would also have the opportunity to create an additional photo story or customize their first story. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Students who might not be able to use photo story 3 can create a booklet of Living and Nonliving things by drawing pictures or locating pictures in magazines. Another opportunity for additional learning can involve students using a sorting mat for living and nonliving things. Have them draw pictures of things at home that are living or nonliving.

Lesson Presentation Introduction/Motivational Activities/Anticipatory Set: Introduce the concept of living and nonliving by reading one of the suggested books such as: Whats Alive? by Kathleen Weidner Zoehfeld, or Is It a Living Thing? by Bobbie Kalman. I will also show a photo story created by myself. I will explain that they will each have the opportunity to create a photo story based on living and non-living things. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Guided Practice/Independent Practice/Assessment Activities Begin this lesson by asking the class What do you need every day to make it a good day? Listen to student responses and guide them to speak about things they need to live.

Use different reading strategies during the reading of the book to make students comprehend what you are reading. After reading the book ask the following questions: o What does it mean to be alive? o Can you name something that is alive? o How do you know it is alive? Show students the graphic organizer entitled What Does It Look Like?: The graphic organizer may be enlarged and laminated. Use the graphic organizer to help organize your students responses. Ask students to recall living things in the book that was just read. Ask, o Can you tell me something in the story that is living? o What does it look like? o What does it need to live? Record student responses on the graphic organizer, leaving the Nonliving section blank. After several examples of living things, review the organizer. Circle repeated responses such as air, water, etc. Have students reach the conclusion that all living things have the same basic needs, are mobile, and change or grow. Ask students to name something that is not living or nonliving, and record their response in the Nonliving box. Display the next organizer entitled Nonliving Things. o What if something is not alive, what would you call that? o We call something that is not alive nonliving. o What is different about something that is nonliving? Repeat the activity with students naming nonliving things from the story or around the room. Students continue describing the objects as you record their responses in the organizer. Circle responses that are the same and help students draw the conclusion that all living and nonliving things have similar characteristics. Ask students to tell you in their own words what living means. Accept student responses and then tell them that scientists tell us that living things are things that grow, change, and need food, air, and water to survive. Ask students to tell you in their own words what nonliving means. Accept student responses and then tell them that scientists tell us that nonliving things are things that do not grow, change, or need food, air, or water to survive. Have students talk with their peers to talk about what living and nonliving means. Have the partners share and then work together to come up with class definitions of those two terms. The students will work with the definitions as they learn more about living and nonliving things. Write the words Living and Nonliving along with a working definition on a sentence strip and display them in the room. Refer to the definition throughout the lesson. Explain that they will have to create a story using photo story 3 that includes ten photos. They will have to include five living things and five non-living things. They will also have to include some type of background music.

Closure: At the end of the lesson we would watch each photo story created during this lesson. I would explain that they can use photo story 3 for other assignments.